Learning the knowledge and procedures of the Assessment of Basic Learning Abilities (ABLA) is a major practical priority for direct-care service providers who work with individuals with intellectual disabilities (IDs) and autism spectrum disorders (ASDs). The present study compared the effects of two training conditions involving a self-instructional manual (SIM) alone and its combination with a Web-based computer-aided personalized system of instruction (WebCAPSI) program (SIM plus WebCAPSI) on teaching knowledge and implementation of the ABLA to university students. A multiple-baseline design across training conditions was used. The results indicate that the SIM combined with passing unit tests delivered via WebCAPSI was beneficial for knowledge acquisition while viewing demonstration videos was beneficial for conducting the ABLA. The findings suggest that a combination of a SIM combined with unit tests delivered via WebCAPSI and videos provides an effective approach to teach both knowledge and application of behavioural procedures to potential knowledge users.

Learning the knowledge and procedures of the Assessment of Basic Learning Abilities (ABLA) is a major practical priority for direct-care service providers who work with individuals with intellectual disabilities (IDs) and autism spectrum disorders (ASDs). The present study compared the effects of two training conditions involving a self-instructional manual (SIM) alone and its combination with a Web-based computer-aided personalized system of instruction (WebCAPSI) program (SIM plus WebCAPSI) on teaching knowledge and implementation of the ABLA to university students. A multiple-baseline design across training conditions was used. The results indicate that the SIM combined with passing unit tests delivered via WebCAPSI was beneficial for knowledge acquisition while viewing demonstration videos was beneficial for conducting the ABLA. The findings suggest that a combination of a SIM combined with unit tests delivered via WebCAPSI and videos provides an effective approach to teach both knowledge and application of behavioural procedures to potential knowledge users.

The first objective of this research was to investigate the predictive validity of the learning potential as measured by Ability, Processing of Information and Learning Potential Short Version (APIL SV) in predicting work performance. The second objective was to investigate the predictive validity of personality as measured by the Occupational Personality Questionnaire Ipsative (OPQ32i) in predicting work performance. The sample consisted of 104 employees of a public sector department. Learning potential and personality were the predictor/independent variables; work performance as measured by supervisory rating was the only criterion/dependent variable of the study. The results revealed that both the APIL SV and the OPQ 32i dimensions did not correlate significantly with work performance as measured by supervisor rating. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

This dissertation develops virtual reality modules to capture individuals’ learning abilities and systems thinking skills in dynamic environments. In the first chapter, an immersive queuing theory teaching module is developed using virtual reality technology. The objective of the study is to present systems engineering concepts in a more sophisticated environment and measure students learning abilities. Furthermore, the study explores the performance gaps between male and female students in manufacturing systems concepts. To investigate the gender biases toward the performance of developed VR module, three efficacy measures (simulation sickness questionnaire, systems usability scale, and presence questionnaire) and two effectiveness measures (NASA TLX assessment and post-motivation questionnaire) were used. The second and third chapter aims to assess individuals’ systems thinking skills when they engage in complex multidimensional problems. A modern complex system comprises many interrelated subsystems and various dynamic attributes. Understanding and handling large complex problems requires holistic critical thinkers in modern workplaces. Systems Thinking (ST) is an interdisciplinary domain that offers different ways to better understand the behavior and structure of a complex system. The developed scenario-based instrument measures students’ cognitive tendency for complexity, change, and interaction when making decisions in a turbulent environment. The proposed complex systems scenarios are developed based on an established systems thinking instrument that can measure important aspects of systems thinking skills. The systems scenarios are built in a virtual environment that facilitate students to react to real-world situations and make decisions. The construct validity of the VR scenarios is assessed by comparing the high systematic scores between ST instrument and developed VR scenarios. Furthermore, the efficacy of the VR scenarios is investigated using the simulation sickness questionnaire, systems usability scale, presence questionnaire, and NASA TLX assessment.